Diagnóstico de problemas de enseñanza aprendizaje en la asignatura de historia.
Fecha
2023-03
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Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación.
Resumen
La presente investigación se realizó con el objetivo de diagnosticar los problemas de enseñanza – aprendizaje en la asignatura de Historia, puesto que en dicha materia se suele tomar por alto diversas dificultades al momento de ser impartida. Como grupo de estudio se seleccionó a os estudiantes de Segundo de Bachillerato de la Unidad Educativa “Francisco Huerta Rendón”, mediante la observación se recolectó información para posteriormente registrarla y analizarla. Reflejando una carencia de recursos didácticos al momento de impartir Historia.
Se utilizó una investigación cuantitativa, permitiendo evidenciar y analizar las necesidades presentes al momento de utilizar una metodología que aporte a la enseñanza del docente y a su vez active el interés por aprender de los estudiantes. Los instrumentos que se emplearon fueron la entrevista al director del plantel y la encuesta a los docentes y estudiantes, con relación a los resultados los estudiantes se comprobaron que estos consideran que al momento de impartir Historia los docentes tienden a utilizar la metodología tradicional.
No obstante, es responsabilidad del docente aplicar esta metodología que intervenga en el proceso de enseñanza - aprendizaje, por ende, se diseñó una guía didáctica que orienta al docente a crear una clase más dinámica. El proyecto pretende ayudar a un grupo de docentes y estudiantes mediante la presentación de recursos didácticos con el fin de evitar convertir a los estudiantes en actores pasivos.
This research was carried out with the aim of diagnosing the problems of teaching - learning in the subject of History, since in these subject various difficulties are usually taken over at the time of being taught. As a study group, the students of the Second Year of Baccalaureate of the Educational Unit "Francisco Huerta Rendon" were selected, through observation information was collected to later register and analyze it. Reflecting a lack of didactic resources when teaching History. Quantitative research was used, allowing to evidence and analyze the present needs when using a methodology that contributes to the teaching of the teacher and in turn activates the interest in learning of the students. The instruments that were used were the interview with the director of the campus and the survey of teachers and students, in relation to the results the students found that they consider that when teaching History teachers tend to use the traditional methodology. However, it is the responsibility of the teacher to apply this methodology that intervenes in the teaching-learning process, therefore, a didactic guide was designed that guides the teacher to create a more dynamic class. The project aims to help a group of teachers and students by presenting teaching resources in order to avoid turning students into passive actors.
This research was carried out with the aim of diagnosing the problems of teaching - learning in the subject of History, since in these subject various difficulties are usually taken over at the time of being taught. As a study group, the students of the Second Year of Baccalaureate of the Educational Unit "Francisco Huerta Rendon" were selected, through observation information was collected to later register and analyze it. Reflecting a lack of didactic resources when teaching History. Quantitative research was used, allowing to evidence and analyze the present needs when using a methodology that contributes to the teaching of the teacher and in turn activates the interest in learning of the students. The instruments that were used were the interview with the director of the campus and the survey of teachers and students, in relation to the results the students found that they consider that when teaching History teachers tend to use the traditional methodology. However, it is the responsibility of the teacher to apply this methodology that intervenes in the teaching-learning process, therefore, a didactic guide was designed that guides the teacher to create a more dynamic class. The project aims to help a group of teachers and students by presenting teaching resources in order to avoid turning students into passive actors.
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DIAGNÓSTICO, PROBLEMAS DE ENSEÑANZA – APRENDIZAJE, RECURSO DIDÁCTICO, APRENDIZAJE SIGNIFICATIVO
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